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Working with Global Partners: Developing MOOCs & Hybrid Courses At Duke University

#Twitter: 
#olc54477
Presenter(s)
Sophia Stone (Duke University, USA)
Haiyan Zhou (Duke University, USA)
Session Information
October 16, 2015 - 9:30am
Track: 
Open, Global, Mobile
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Europe 2
Session Duration: 
45 Minutes
Session: 
Concurrent Session 9
Abstract

The Duke University Center for Instructional Technology collaborates across institutions with global partners, to develop MOOCs and international hybrid models in education.

Extended Abstract

Context
The Duke University Center for Instructional Technology (Duke CIT) consults with faculty to develop global online courses, such as MOOCs (massive open online courses) and hybrid courses to reach an international audience. Since 2012, we have developed 31 open, online courses. These have generated over 2.6 million registrations and 69,500 certificates.

Duke CIT recently developed three global online courses. Two courses are MOOCs, collaborative efforts with faculty from the Duke Global Health Institute (DGHI). One course is Duke's first MOOC developed with an African university, the Kilimanjaro Christian Medical University College. The second is Duke's first on-demand MOOC, a "gateway" course on global health literacy. Our third is a collaborative effort with Duke Kunshan University (DKU) to design Duke's first hybrid, for credit-course that combines online, face-to-face, and video conferencing technologies to reach international learners across Duke in Kunshan, and Duke in Durham.

About This Session
This presentation highlights effective implementation strategies working with global partners to develop online courses. Presenters will demonstrate how these three online courses provide evidence of collaboration across institutions, practical usefulness of MOOCs and international hybrid models in education, and the practical application to design, develop, and implement global online courses. We will share our challenges, lessons learned, and effectiveness of the MOOC/hybrid technologies implemented. Evidence of demonstrated impact on the intended populations via pre/post-course quantitative and qualitative survey data will be presented. Attendees will be engaged via poll everywhere, interactive Q&A, and interactive handouts and video.

Problem
How do you develop online courses that span distance, culture, and modalities and work effectively with global partners? This was the first time Duke CIT developed a MOOC with an African partner university, and the first time we developed a MOOC in the Coursera on-demand platform. The Duke Kunshan University (DKU) hybrid course was our first scalable model of a course designed to be offered across two continents. As "firsts" there were challenges and opportunities. Challenges included working with global partners, and planning for innovation in videography, learner engagement, and online assessments while designing for both an international audience and for the developing world. Technical considerations were addressed so learners around the world could access and download materials, regardless of bandwidth constraints.

Approach
Duke CIT academic technology consultants provided project management and consulting expertise in instructional design, pedagogy, development and implementation. Duke Office of Information Technology (Duke OIT) staff provided videography capture/editing consulting.

Both MOOCs had a goal to reach participants in the developing world. MOOCs featured video footage filmed on-site in developing countries. MOOC technologies included online quizzes, online exams, discussion forums, and in-video quizzes, all accessible via mobile devices. Online community building approaches include hosting google hangouts, and utilizing Coursera community mentors to engage students.

To develop Duke's first on-demand MOOC (The Challenges of Global Health), a faculty member traveled to over 50 countries, capturing video using an iPhone. Developed in Coursera's on-demand format, this MOOC is available any time with no start or end dates. The on-demand option offers a benefit in that it can be used in flipped classroom models.

Tropical Parasitology: Protozoa, Worms, Vectors and Human Diseases is a session-based, 8-week MOOC with 3-4 hours of class time and 3-4 hours of reading time per week. To produce the MOOC, a Duke consultant traveled to Tanzania to design a media studio space and capture video in remote field locations. The course team included technical support staff in Tanzania, junior faculty in Tanzania, senior faculty in both locations, a senior consultant (who served as project manager), two online course builders, and a Duke videographer. Tanzania faculty traveled to Duke for a one-week intensive MOOC training workshop. Throughout the project, staff and faculty at both institutions met weekly via Skype.

Our third global online course (hybrid) was delivered in partnership with Duke Kunshan University (DKU) in China. The 7-week course was designed to mimic a semester course offered at Duke in Durham, but featured a new format that blended online and on-site activity between both campuses, while allowing flexibility in place and time, (given the 12-hour time difference). In addition to video and face-to-face lectures, the course incorporated guest speakers, team projects, student-centered discussions, field trips and case studies. Students used Sakai as a learning platform. Video lectures (less than 10 minutes each) were available in Kaltura for streaming. To give students the feeling of being on Duke's campus, an additional 20 videos were shot on location. Real-time case discussion took place via teleconferencing.

Results
Post course surveys provide evidence of global impact and effectiveness of learning technologies and the learning environment. Initial learner feedback is positive on videography, assessments, and use of expert interviews in video lectures. Learners have commented that despite the distance, they feel "included" in the lectures, and feel like active participants in the dialogue taking place between the faculty member and invited speakers. The Duke Kunshan hybrid course resulted in a positive experience. The hybrid model offered flexibility, a time-effective form of learning, an equalizing effect in mixed classrooms with variable language proficiency, opportunity for other faculty to participate in global classrooms, and an example of a scalable model for the future.

Lead Presenter

Sophia is a senior consultant working with Duke faculty on developing and implementing global online projects. She currently oversees projects affiliated with the Duke Global Health Institute, and the Duke Institute for Brain Sciences. Sophia collaborates with the Graduate School to prepare Ph.D. students for online college teaching and manages the Bass Online Apprenticeship program for the Center for Instructional Technology. She teaches GS762: Online College Teaching, and co-directs the Duke Distance Education Special Interest Group. Prior to joining Duke, Sophia was on the faculty at NC State University (College of Education) and was a research associate with the Friday Institute for Educational Innovation. Sophia has developed and taught graduate online courses in instructional design, instructional technology, and training needs assessment. She holds a B.A. from McGill University, an M.S.L.S. from the University of North Carolina at Chapel Hill, and an M.Ed and Ed.D from North Carolina State University.